1 Richardsonrufli Sol Paper

Elizabeth Richardson and Chelsea Rufli Standards Paper EDUC 410 19 September 2007

Standards Rationale Virginia Standards of Learning The Standards of Learning of Virginia, or SoLs, are numbered expectations of what students are expected to learn at each grade level, from Kindergarten through high school. It includes the area of english, math, science, social science, technology, fine arts, foreign language, health, physical education, and driver education. They were created by a community of parents, teachers, administrators, and leaders and what they all thought should be taught in every public school system in Virginia. Students must pass the standardized test that is based on the SoLs in order to graduate from high school. Michigan Standards The standards for what must be taught in public schools in Michigan were also developed by parents, teachers, administrators, and community leaders, and were approved by the State Board of Education of Michigan. They also cover all subject areas, and even include employability standards. It specifies what students what learn before they graduate, and also ensures that students are enrolled in at least one online based class, to ensure they are prepared for all areas of the outside world. National Standards "All states and schools will have challenging and clear standards of achievement and accountability for all children, and effective strategies for reaching those standards." -- U.S. Dept. of Education. Many national educational organizations have created educational standards/ guidelines to be used on a national level throughout the schools of the United States. These organizations include: the National Council for Teachers of Mathematics, the National Council for Teachers of English, National Geographic Society, the National Council on Economic Education, the National Council for the Social Studies, the Center for Civic Education, the National Academies of Science, the National Center for History in the Schools, and more. The National Council of English was founded in 1911 and has since, “worked to advance teaching, research, and student achievement in English language arts at all scholastic levels” (NCTE.org). The National Council for Social Studies has been around since 1921 and is now the largest association in the country devoted soley to social studies education. Its purpose is to, “engage and support educators in strengthening and advocating social studies” (NCSS.org). The National Council of Social Studies is affiliated with over 110 other national, state, and local councils and has members in all 50 states (NCSS.org). The National Council of Mathematics mission statement is, “a public voice of mathematics education, providing vision, leadership and professional development to support teachers in ensuring equitable mathematics learning of the highest quality for all students (NCTM.org). They are also affiliated with many other organization and have many members nation wide. The National Academies of the Sciences has many experts serving on the board and its goal is to, “perform an unparalleled public service by bringing together committees of experts in all areas of

scientific and technological endeavor (nationalacademies.org). These organizations, as well the other national organizations are all composed of professional, experts, and teachers whose goal is to serve the nation and better the educational system. Bennett’s Standards William J. Bennett is known as, “one of America’s most important, influential, and respected voices on cultural, political, and educational issues” (www.bennettmornings.com). Bennett studied philosophy at Williams College and earned a PhD in political philosophy at the University of Texas. He then went on to aquire a law degree from Harvard. He became a prominent political figure of the 90s and served under President Regan as chairman of the National Endowment for the Humanities and the Secretary of Education. He has written and edited over 16 books, one of which includes, The Children’s Book of Virtues. Bennett became deeply involved in the educational system, which included reforms in: Competency testing for teachers, performance-based pay, holding educators accountable for how much students learn, a national examination to find out just how much our children know, an end to tenure, and parental choice schools. He criticized schools for their low standards, and took it upon himself to write a set of standards he thought important to the education of our nation’s children (http://en.wikipedia.org/wiki/William_Bennett).

Science Science is a very important part of the education curriculum. It is undoubtedly the most controversial subject taught in the school systems, and the most talked about subject in American households. This is the reason it is so important to be taught, and taught correctly; with an unbiased viewpoint towards any component of the subject. Dictionary.com defines ‘science’ as the “knowledge of the physical or material world gained through observation and experimentation.” Science is important to children of any age so that they can begin to learn about the way the world works, to learn about their bodies and ways to take care of it, and how to better survive in the world. Science is also integrated into the use of technology, which is a integral part of our culture and society. The Scientific Method also teaches children a way to discover the answers to questions on their own. And that should be the goal of teaching. [Science is] a great game. It is inspiring and refreshing. The playing field is the universe itself. Isidor Isaac Rabi (1898-1988) U. S. physicist. Nobel prize 1944.

Scientific Investigation, Reasoning, and Logic VA IR SoL 1.1 The student will conduct investigations in which a) differences in physical properties are observed using the senses; b) simple tools are used to enhance observations;

c) objects or events are classified and arranged according to attributes or

properties; d) observations and data are communicated orally and with simple graphs, e) f) g) h)

pictures, written statements, and numbers; length, mass, and volume are measured using standard and nonstandard units; predictions are based on patterns of observation rather than random guesses; simple experiments are conducted to answer questions; and inferences are made and conclusions are drawn about familiar objects and events.

Bennett.1 - Students handle and observe growing plants; monitor and record facts of their development; and perform simple experiments involving variations in water, soil and sunlight, predicting results and testing their hypotheses. Michigan S.IR.01.01 Make purposeful observation of the natural world using the five senses. Michigan S.IR.01.03 Plan and conduct simple investigations. Michigan S.IR.01.04 Manipulate simple tools that aid observation and data collection. Michigan S.IR.01.05 Make accurate measurements with appropriate units for the measurement tool. Michigan S.IR.01.08 Develop research strategies and skills for information gathering and problem solving. Michigan S.IR.01.11 Demonstrate scientific concepts through various illustrations, performances, models, exhibits and activities. Michigan P.PM.01.13 Use appropriate tools (rulers, balances and thermometers) to measure observable attributes. National Science IR K-4.1 SCIENCE AS INQUIRY As a result of activities in grades K-4, all students should develop; Abilities necessary to do scientific inquiry; Understanding about scientific inquiry National Science IR K-4.5 SCIENCE AND TECHNOLOGY As a result of activities in grades K-4, all students should develop; Abilities of technological design; Understanding about science and technology; Abilities to distinguish between natural objects and objects made by humans ERCR IR SoL.1 - Students will be able to conduct investigations in which a) Correct tools are used accurately to enhance observations and collect data, including standard and non-standard units;

b) Objects or events are classified and arranged according to attributes or

properties; c) Data is able to be communicated orally and with simple graphs, pictures,

written statements, and numbers; d) They will learn to make predictions that are based on gathered data; e) Plan and perform simple experiments, create and answer questions; f) Develop research strategies and skills for information gathering and

problem solving.

Force, Motion, and Energy Virginia Science FME SoL 1.2 The student will investigate and understand that moving objects exhibit different kinds of motion. Key concepts include a) objects may have straight, circular, and back-and-forth motions; b) objects may vibrate and produce sound; c) pushes or pulls can change the movement of an object; and d) the motion of objects may be observed in toys and in playground activities. Bennett Science.2 Students will understand forms and sources of energy. Michigan – n/a National Science FME K-4.2 PHYSICAL SCIENCE As a result of the activities in grades K-4, all students should develop an understanding of properties of objects and materials and position and motion of objects ERCR FME SoL.2 – Students will investigate and identify objects in life that a. Move in a cicular, straight, and back-and-forth motion b. Vibrate and produce sound ERCR FME SoL.3 – Students will understand motion and position about objects. a. learn that pushes or pulls may change the direction of stationary or moving objects. b. Position may affect the movement of objects

Matter Virginia Science M SoL 1.3 The student will investigate and understand how different common materials interact with water. Key concepts include a) some liquids will separate when mixed with water, but others will not; b) some common solids will dissolve in water, but others will not; and c) some substances will dissolve more readily in hot water than in cold water. Bennett n/a Michigan P.PM.01.12 Demonstrate the ability to sort objects according to observable attributes such as color, shape, size, sinking or floating. Michigan P.PM.01.14 Observe water as a solid that keeps its own shape (ice). Michigan P.PM.01.15 Observe water as a liquid that takes on the shape of various containers. Michigan P.PM.01.3 Matter exists in several different states: solids, liquids and gases. Each state of matter has unique physical properties. Gases are easily compressed but liquids and solids do not compress easily. Solids have their own particular shapes, but liquids and gases take the shape of the container. National n/a ERCR M SoL.4 – Students will learn about water a. Some substances do not mix with water and some do b. Some substances dissolve in water and some do not c. Some substances dissolve only in hot water d. Some objects sink and some float ERCR M SoL.5 – Students will investigate matter and describe a. The physical properties of all objects b. The three states of matter (solid, liquid, gas) and that liquids and gases take the shape of their container by observation

Life Processes Virginia Science LP SoL 1.4 The student will investigate and understand that plants have life needs and functional parts and can be classified according to certain characteristics. Key concepts include a) needs (food, air, water, light, and a place to grow); b) parts (seeds, roots, stems, leaves, blossoms, fruits); and

c) characteristics (edible/nonedible, flowering/nonflowering,

evergreen/deciduous). Bennett Science.3 the parts and growth patterns of plants; Students handle and observe growing plants; monitor and record facts of their development; and perform simple experiments involving variations in water, soil and sunlight, predicting results and testing their hypotheses. ERCR LP SoL.6 – Students will investigate plants by understanding a. the different parts of plants (seeds, roots, stems, leaves, blossoms, fruits); b. Their needs (food, air, water, light, and a place to grow); c. Types (edible/non-edible, flowering/non-flowering, etc.) d. ERCR LP SoL.7 – Students will also grow a plant/flower and observe the process of growing plants. a. Students should observe the effects of plants when their water, soil, and sunlight is manipulated.

Virginia Science LP SoL 1.5 The student will investigate and understand that animals, including people, have life needs and specific physical characteristics and can be classified according to certain characteristics. Key concepts include a) life needs (air, food, water, and a suitable place to live); b) physical characteristics (body coverings, body shape, appendages, and methods of movement); and c) other characteristics (wild/tame, water homes/land homes). Bennett Science.4 Topics may include the characteristics and habitats of animals; pet care Michigan LP.HE.01.16 Identify characteristics (including body coverings, ways to get air, leaf shape, flower type, and others) that are passed on from parents to young. Michigan L.HE.01.17 Recognize offspring using parents’ observable characteristics as evidence National Science LP K-4.3 LIFE SCIENCE As a result of activities in grades K-4, all students should develop understanding of he characteristics of organisms; Life cycles of organisms; Organisms and environments ERCR LP SoL.8 – Students will understand the life needs of all animals, including people a. air, food, water, and a suitable place to live according to each kind b. how characteristics aid in survival (body composition, shape, appendages, movement, habitat, lifestyle)

c. how animals of certain species are alike from parents to offspring d. how the environment aides and is suitable for the lifestyle of animal that lives there Interrelationships in Earth/Space Systems Virginia Science ES SoL 1.6 The student will investigate and understand the basic relationships between the sun and the Earth. Key concepts include a) the sun is the source of heat and light that warms the land, air, and water; and b) night and day are caused by the rotation of the Earth. Bennett n/a Michigan n/a National Science ES K-4.4 EARTH AND SPACE SCIENCE As a result of their activities in grades K-4, all students should develop an understanding of • Properties of earth materials • Objects in the sky • Changes in earth and sky National Science ES K-4.2 PHYSICAL SCIENCE As a result of the activities in grades K-4, all students should develop an understanding of • Properties of objects and materials • Position and motion of objects • Light, heat, electricity, and magnetism ERCR ES SoL.9 – Students will understand about the earth a. How it is heated by the sun (land, air, water) b. The changes of the seasons and night to day due to the rotations of the earth

Earth Patterns, Cycles, and Change Virgina EP SoL 1.7 The student will investigate and understand the relationship of seasonal change and weather to the activities and life processes of plants and animals. Key concepts include how temperature, light, and precipitation bring about changes in a) plants (growth, budding, falling leaves, and wilting); b) animals (behaviors, hibernation, migration, body covering, and habitat); and c) people (dress, recreation, and work). Bennett Science.5 Students will know the differences between day and night; common weather conditions and climate; properties of water and air;

Michigan EP.FE.01.19 Identify water sources (wells, springs, lakes, rivers, oceans). Michigan EP.FE.01.20 Identify household uses of water (drinking, cleaning, food preparation). Michigan EP.L.HE.01.16 Identify characteristics (including body coverings, ways to get air, leaf shape, flower type, and others) that are passed on from parents to young. National Science EP K-4.2 Students will study light, heat, electricity, and magnetism ERCR EP SoL.10 - Students will understand the weather and its effects a. How light, precipitation, and heat have an effect on plants (growth, budding, falling leaves, and wilting); b. and animals (behaviors, hibernation, migration, body covering, and habitat); c. How it effects the cultures of different people groups (dress, recreation, and work).

Resources Virginia R SoL 1.8 The student will investigate and understand that natural resources are limited. Key concepts include a) identification of natural resources (plants and animals, water, air, land, minerals, forests, and soil); b) factors that affect air and water quality; and c) recycling, reusing, and reducing consumption of natural resources. Bennett n/a Michigan R E.FE.01.19 Identify water sources (wells, springs, lakes, rivers, oceans). Michigan R E.FE.01.20 Identify household uses of water (drinking, cleaning, food preparation). Michigan R E.FE.01.1 Water is a natural resource and is found under the ground, on the surface of the earth, and in the sky. Michigan R E.FE.04.2 Water moves in predictable patterns. National n/a ERCR R SoL. 11 – Students will be able to identify the resources of the earth, renewable and non-renewable a. plants and animals, water, air, land, minerals, soil, and where they come from

b. air, water, other resources and how their qualities may be affected; c. how to help preserve resources by recycling, reusing, and reducing d. how students can reduce the use of water in their home

Legend IR = Investigation and Reasoning FME = Force, Motion, Energy M= Matter LP= Life Processes ES= Earth Space Systems EP= Earth Patterns

Math Math is important for every student to learn because they will use it daily no matter what they do. Everything from the meaning of numbers to the use of numbers to add, subtract, multiply and divide. One must have studied math to understand patterns, which is useful in art. Also included in Math is the understanding of measurement, along with the relationships, and properties of numbers. Math is therefore necessary in order to understand many other areas of life. "There is no branch of mathematics, however abstract, which may not someday be applied to the phenomena of the real world." -- Nicolai Lobachevsky

Number and Number Sense VA Math SoL Num 1.1 The student will count objects in a given set containing between 1 and 100 objects and write the corresponding numeral. Michigan Math SoL Num. N.ME.01.02 Read and write numbers to 110 and relate them to the quantities they represent. Bennett Math Num.1 Students learn to count ; Students will estimate and compare the sizes of sets National Math SoL Num.PK-2.1 Students will count with understanding and recognize "how many" in sets of objects Elizabeth SoL Num.1 The student will count concrete objects in a given set, between 1 and 100 items, and write the numeral. a. Students will estimate the number of objects in a set b. Students will compare the sizes of two sets

Va Math SoL Num 1.2 The student will group a collection of up to 100 objects into tens and ones and write the corresponding numeral to develop an understanding of place value. Bennett n/a Michigan Math SoL Num. N.ME.01.07 Compose and decompose numbers through 30,including using bundles of tens and units, e.g., recognize 24 as 2 tens and 4 ones, 10 and 10 and 4, 20 and 4, and 24 ones.* National Math Num PK-2.1 Students will use multiple models to develop initial understandings of place value and the base-ten number system; Elizabeth SoL Num.2 Students will learn place value a. by counting objects categorized into bundles of tens and ones b. by understanding the base-ten system

Va Math SoL Num 1.3 The student will count forward by ones, fives, and tens to 100, by twos to 20, and backward by ones from 20. Bennett Math Num.2 Students learn to skip count and count back Michigan Math SoL Num. N.ME.01.01 Count to 110 by 1’s, 2’s, 5’s, and 10’s, starting from any number in the sequence; count to 500 by 100’s and 10’s; use ordinals to identify position in a sequence, e.g., 1st, 2nd, 3rd. National Math Num.PK-2.1 Students will connect number words and numerals to the quantities they represent, using various physical models and representations; develop understanding of the relative position and magnitude of whole numbers and of ordinal and cardinal numbers and their connections; National Math Num.PK-2.1 Students will develop a sense of whole numbers and represent and use them in flexible ways, including relating, composing, and decomposing numbers Elizabeth SoL Num.3 Students will learn to count forwards to 100 a. by ones b. by twos c. by fives d. by tens Elizabeth SoL Num.4 Students will count forwards to 500 by a. 100’s b. 10’s Elizabeth SoL Num.5 Students will learn ordinal numbers from first to tenth using concrete objects.

Va Math SoL 1.4 The student will recognize and write numerals 0 through 100. Bennett n/a Michigan n/a National Math Num.PK-2.1 Students will develop a sense of whole numbers and represent and use them in flexible ways, including relating, composing, and decomposing numbers; Elizabeth SoL Num.6 Students will recognize, write, and recite numbers 0 through 110.

Va Math SoL Num. 1.5 The student will identify the ordinal positions first through tenth, using an ordered set of objects. Bennett n/a Michigan Num. ME.01.01 Count to 110 by 1’s, 2’s, 5’s, and 10’s, starting from any number in the sequence; count to 500 by 100’s and 10’s; use ordinals to identify position in a sequence, e.g., 1st, 2nd, 3rd. National n/a Elizabeth SoL Num.5 Students will learn ordinal numbers from first to tenth using concrete objects.

Va Math SoL Num. 1.6 The student will identify and represent the concepts of one-half and one-fourth, using appropriate materials or a drawing. Bennett n/a Michigan n/a National Math Num.PK-2.1 understand and represent commonly used fractions, such as 1/4, 1/3, and ½

Elizabeth SoL Num.7 Students will understand and use fractions such as 1/4, 1/3, and ½ using concrete objects. Elizabeth SoL Num.8 Connect number words and numerals to numbers.

Computation and Estimation Va Math SoL Comp 1.7 The student, given a familiar problem situation involving magnitude, will a) select a reasonable magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, and 500); and b) explain the reasonableness of his/her choice. Bennett n/a

Michigan n/a National n/a Elizabeth SoL Comp.9 Students will choose an estimation of amount from a picture of a set of objects, when given a one, two, and three-digit number, and give an account for their choice.

Va Math SoL Comp 1.8 The student will recall basic addition facts — i.e., sums to 10 or less — and the corresponding subtraction facts. Bennett n/a Michigan Math Comp N.FL.01.16 Compute sums and differences through 30 using number facts and strategies, but no formal algorithm.* National Math NUM.PK-2.2 Students will understand various meanings of addition and subtraction of whole numbers and the relationship between the two operations; understand the effects of adding and subtracting whole numbers Elizabeth SoL Comp.10 Students will know addition and subtraction facts to sums and difference to 30 or less. Elizabeth SoL Comp.11 Students will know addition and subtraction and the relationship between the two.

Va Math SoL Comp. 1.9 The student will create and solve story and picture problems involving one-step solutions, using basic addition and subtraction facts. Bennett Math Num.3 Students will solve story problems that involve addition and subtraction of one- and two-digit numbers Michigan n/a National n/a Elizabeth SoL Comp.12 Students will create story problems, and solve given word problems, using one and two steps to sums and differences of 30 or less.

Measurement Va Math SoL Mea. 1.10 The student will a) identify the number of pennies equivalent to a nickel, a dime, and a quarter; b) determine the value of a collection of pennies, nickels, and dimes whose total value is 100 cents or less. Bennett n/a Michigan Mea. UN.01.05 Match one coin or bill of one denomination to an equivalent set of coins/bills of other denominations, e.g., 1 quarter = 2 dimes and 1 nickel. Michigan Mea. UN.01.06 Tell the amount of money: in cents up to $1, in dollars up to $100. Use the symbols $ and ¢. National n/a Elizabeth SoL Mea.13 Students will know equivalents of money change up to 100 cents. a. Pennies to a nikel, a dime, a quarter b. Count a mixture of change up to 100 cents

Va Math SoL Mea. 1.11 The student will tell time to the half-hour, using an analog or digital clock. Bennett n/a Michigan n/a National n/a Elizabeth SoL Mea.14 Students will be able to tell time to the hour and half hour, using a analog clock.

Va Math SoL Mea. 1.12 The student will use nonstandard units to measure length and weight. Bennett.4 – Students will measure and compare lengths Michigan Mea. UN.01.01 Measure the lengths of objects in non-standard units, e.g., pencil lengths, shoe lengths, to the nearest whole unit. National Math MEA.PK-2.1recognize the attributes of length, volume, weight, area, and time; compare and order objects according to these attributes; understand how to measure using nonstandard and standard units; select an appropriate unit and tool for the attribute being measured. National Math MEA.PK-2.2 Students will use tools to measure Elizabeth SoL Mea.15 Students will measure and compare measurements using standard and non-standard units, selecting the appropriate tools for a given task.

Va Math SoL Mea. 1.13 The student will compare the volumes of two given containers by using concrete materials (e.g., jelly beans, sand, water, rice). Bennett n/a National n/a Michigan n/a Elizabeth SoL Mea.16 Students will compare volume of two containers using concrete objects; students will recognize that a container of the same size will hold more of a smaller item than a larger item. (jelly beans and rice)

Va Math SoL Mea.1.14 The student will compare the weights of two objects, using a balance scale.

Elizabeth SoL Mea.17 Students will compare the weights of two objects, using their hands and then a scale.

Geometry Va Math SoL 1.15 The student will describe the proximity of objects in space (near, far, close by, below, above, up, down, beside, and next to). G.LO.01.02 Describe relative position of objects on a plane and in space, using words such as above, below, behind, in front of. National Math -GEO.PK-2.2describe, name, and interpret relative positions in space and apply ideas about relative position; describe, name, and interpret direction and distance in navigating space and apply ideas about direction and distance; find and name locations with simple relationships such as "near to" and in coordinate systems such as maps. National Math PROB.COMM.PK-12.4: Use the language of mathematics to express mathematical ideas precisely. Elizabeth SoL Mea.17 Students will compare the position of items using the words: near, far, close, below, above, up, down, beside, behind, in front of, and next to; recreating positions on a plane (paper)

Va Math SoL Geo. 1.16 The student will draw, describe, and sort plane geometric figures (triangle, square, rectangle, and circle) according to number of sides, corners, and square corners. Bennett.5 Students will recognize geometric shapes in a variety of positions National Math GEO.PK-2.1recognize, name, build, draw, compare, and sort two- and three-dimensional shapes; describe attributes and parts of two- and threedimensional shapes; investigate and predict the results of putting together and taking apart two- and three-dimensional shapes. Elizabeth SoL Mea.18 Students will sort geometric figures according to number of sides, angles, and right angles

Va Math SoL Geo. 1.17 The student will identify and describe objects in his/her environment that depict plane geometric figures (triangle, rectangle, square, and circle). Michigan Geo .GS.01.01 Create common two-dimensional and three-dimensional shapes, and describe their physical and geometric attributes, such as color and shape. National Math GEO.PK-2.4create mental images of geometric shapes using spatial memory and spatial visualization; recognize and represent shapes from different perspectives; relate ideas in geometry to ideas in number and measurement; recognize geometric shapes and structures in the environment and specify their location. National Math PROB.CONN.PK-12.3: Recognize and apply mathematics in contexts outside of mathematics. Elizabeth SoL Mea.19 Students will identify the geometric shape that an object most closely resembles, using items in the classroom.

Probability and Statistics Va Math SoL Prob. 1.18 The student will investigate, identify, and describe various forms of data collection in his/her world (e.g., recording daily temperature, lunch count, attendance, and favorite ice cream), using tables, picture graphs, and object graphs. Michigan D.RE.01.01 Collect and organize data to use in pictographs. Michigan D.RE.01.02 Read and interpret pictographs. Michigan D.RE.01.03 Make pictographs of given data using both horizontal and vertical forms of graphs; scale should be in units of one and include symbolic representations, e.g.,  represents one child. National Math DATA.PK-2.1 Students will pose questions and gather data about themselves and their surroundings; sort and classify objects according to their attributes and organize data about the objects; represent data using concrete objects, pictures, and graphs

Elizabeth SoL Prob.20 Students will investigate and create forms of data and ways of recording data using tables, picture graphs, and object graphs. Va Math SoL Prob. 1.19 The student will interpret information displayed in a picture or object graph, using the vocabulary more, less, fewer, greater than, less than, and equal to. Michigan N.ME.01.03 Order numbers to 110; compare using phrases such as “same as”, “more than”, “greater than”, “fewer than”; use = symbol. Arrange small sets of numbers in increasing or decreasing order, e.g., write the following from smallest to largest: 21, 16, 35, 8. Bennett.6 read simple bar graphs National Math DATA.PK-2.2describe parts of the data and the set of data as a whole to determine what the data show. Elizabeth SoL Prob.21 Students will interpret information displayed in a picture or object graph, using the vocabulary more, less, fewer, greater than, less than, and equal to.

Patterns, Functions, and Algebra Va Math SoL Alg 1.20 The student will sort and classify concrete objects according to one or more attributes, including color, size, shape, and thickness. Bennett n/a Michigan G.GS.01.01 Create common two-dimensional and three-dimensional shapes, and describe their physical and geometric attributes, such as color and shape. National Math ALG.PK-2.1 sort, classify, and order objects by size, number, and other properties; Va Math SoL Alg 1.21 The student will recognize, describe, extend, and create a wide variety of patterns, including rhythmic, color, shape, and numerical. Patterns will include both growing and repeating patterns. Concrete materials and calculators will be used by students.

Michigan G.SR.01.03 Create and describe patterns, such as repeating patterns and growing patterns using number, shape, and size. Michigan G.SR.01.04 Distinguish between repeating and growing patterns. Michigan G.SR.01.05 Predict the next element in a simple repeating pattern. National Math ALG.PK-2.1recognize, describe, and extend patterns such as sequences of sounds and shapes or simple numeric patterns and translate from one representation to another; analyze how both repeating and growing patterns are generated. Elizabeth SoL Alg.22 Students will sort and classify objects according to their physical properties including color, size, shape, sides, and thickness.

Bennett Math Num.7; and are introduced to concepts of simple multiplication and division. Legend: Va = Virginia SoL = Standard of Learning Num. = Numbers and Number Sense Comp= Computation and Estimation Mea. = Measurement Social Science Geo. = Geometry Prob./Data/D = Probability and Statistics Alg. = Algebra Social Science is a very important part of curriculum in America’s schools.

Dictionary.com defines as “1. the study of society and social behavior, 2. a science or field of study, as history, economics, etc., dealing with an aspect of society or forms of social activity.” The National Council of Social Science defines it as, “the integrated study of the social sciences and humanities to promote civic competence.” Children need to be educated in this subject matter in order to interact in and with society properly. It is important for students to know and understand history to understand how the country/ world is where it is today. The mission statement of the NCSS shows the importance of social science education in curriculum, “Social studies educators teach students the content knowledge, intellectual skills, and civic values necessary for fulfilling the duties of citizenship in a participatory democracy. The mission of National Council for the Social Studies is to provide leadership, service, and support for all social studies educators.” The many affiliations, members, and endorsements of the NCSS attest to fact that social science is a large and important part of curriculum in schools.

VA 1.1

The student will interpret information presented in picture time lines to show sequence of events and will distinguish between past and present.

Bennett N/A NSS 1.1 LIVING AND WORKING TOGETHER IN FAMILIES AND COMMUNITIES, NOW AND LONG AGO • •

Understands family life now and in the past, and family life in various places long ago Understands the history of the local community and how communities in North America varied long ago

MI 1.1 Analyzing and Interpreting the Past All students will reconstruct the past by comparing interpretations written by others from a variety of perspectives and creating narratives from evidence. ERCR 1.1

After distinguishing between past and present, the student will understand and convey similarities and differences of life in the past versus the present and will be able to interpret information from picture timelines as well as reconstruct the past by comparing interpretations of others from different perspectives.

VA 1.2

The student will describe the stories of American leaders and their contributions to our country, with emphasis on George Washington, Benjamin Franklin, Abraham Lincoln, and George Washington Carver.

Bennett

Historical instruction includes lessons about daily life in the American past; and a unit on the beliefs, traditions, and geography of a foreign country.

MI 1.2 Comprehending the Past All students will understand narratives about major eras of American and world history by identifying the people involved, describing the setting, and sequencing the events. ERCR 1.2 The student will identify major American leaders and their contributions to our country, people involved in majors eras of American history as well as be able to describe daily life of the American past and compare it to that of another country.

VA 1.3

The student will discuss the lives of people associated with Presidents’ Day, Columbus Day, and the events of Independence Day (Fourth of July).

Bennett N/A NSS 1.3 THE HISTORY OF THE UNITED STATES: DEMOCRATIC PRINCIPLES AND VALUES AND THE PEOPLE FROM MANY CULTURES WHO CONTRIBUTED TO ITS CULTURAL, ECONOMIC, AND POLITICAL HERITAGE • • •

MI

Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols Understands the causes and nature of movements of large groups of people into and within the United States, now and long ago Understands the folklore and other cultural contributions from various regions of the United States and how they helped to form a national heritage N/A

ERCR 1.3 The student will begin to understand the democratic principles of the united states and how they came to be, including reasons for migration to the U.S. The student will associate this will the countries national holidays: President’s Day, Columbus Day, and Independence Day, and be able to discuss the lives of people and circumstances associated with these days.

VA 1.4

The student will develop map skills by a) recognizing basic map symbols, including references to land, water, cities, and roads; b) using cardinal directions on maps; c) identifying the physical shape of the United States and Virginia on maps and globes; d) locating Washington, D.C., the capital of the United States, and Richmond, the capital of Virginia, on a United States map.

Bennett N/A NSS 1.4 THE WORLD IN SPATIAL TERMS As a result of activities in grades K-12, all students should •

• •

MI

Understand how to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective. Understand how to use mental maps to organize information about people, places, and environments in a spatial context. Understand how to analyze the spatial organization of people, places, and environments on Earth's surface N/A

ERCR 1.4 The student will develop map skills and understand maps how to use and analyze maps in spatial context by: a) recognizing basic map symbols, including references to land, water, cities, and roads; b) using cardinal directions on maps; c) identifying the physical shape of the United States and Virginia on maps and globes; d) locating Washington, D.C., the capital of the United States, and Richmond, the capital of Virginia, on a United States map. e) Analyze the spatial organization of people, places, and environments of Earth’s surface

VA 1.5

The student will construct a simple map of a familiar area, using basic map symbols in the map legend.

Bennett

Other lessons in geography teach students to give and follow simple directions.

NSS N/A MI

N/A

ERCR 1.5 The students will follow directions and construct a simple map of a familiar assigned area using basic map symbols in the map legend.

VA 1.6

The student will describe how location, climate, and physical surroundings affect the way people live, including their food, clothing, shelter, transportation, and recreation.

Bennett

Lessons in geography teach students to identify common landforms; and to trace initial connections among landscape, climate, land use, transportation, and commerce.

NSS 1.6 Environment and Society As a result of activities in grades K-12, all students should • • •

Understand how human actions modify the physical environment. Understand how physical systems affect human systems. Understand the changes that occur in the meaning, use, distribution, and importance of resources.

MI 1.5 Human/Environment Interaction All students will describe, compare, and explain the locations and characteristics of ecosystems, resources, human adaptation, environmental impact, and the interrelationships among them. ERCR 1.6 The student will identify common landforms and describe how these, environment, landscape, climate, and location affect the way people live including the affects on food, clothing, shelter, transportation, and trade.

VA 1.7

The student will explain the difference between goods and services and willdescribe how people are both buyers and sellers of goods and services.

Bennett N/A NSS 1.7 Markets and price quantity determination Markets exist when buyers and sellers interact. This interaction determines market prices and thereby allocates scarce goods and services. At the completion of Grade 4, students should know the following benchmarks for this standard: • • •

A price is what people pay when they buy a good or service, and what they receive when they sell a good or service. A market exists whenever buyers and sellers exchange goods and services. Most people produce and consume. As producers they make goods and services; as consumers they use goods and services.

MI 1.6 Economic systems All students will explain how a free market economic system works, as well as other economic systems, to coordinate and facilitate the exchange, production, distribution, and consumption of goods and services. ERCR 1.7 The student will explain how free market and other ecomonic systems work as well as the difference between goods and services and how people are both buyers and sellers.

VA 1.8 The student will explain that people make choices because they cannot have everything they want. Bennett N/A NSS 1.8 Scarcity At the completion of Grade 4, students should know the following benchmarks for this standard: • • • • • •

•

•

•

People make choices because they can't have everything they want. Whenever a choice is made, something is given up. Economic wants are desires that can be satisfied by consuming a good, service, or leisure activity. Goods are objects that can satisfy people's wants; services are actions that can satisfy people's wants. People's choices about what goods and services to buy and consume determine how resources will be used. The opportunity cost of a choice is the value of the best alternative given up. People who make goods and provide services are called producers. People whose wants are satisfied by using goods and services are called consumers. Productive resources are the natural resources, human resources, and capital goods available to make goods and services. Natural resources, such as land, are "gifts of nature;" they are present without human intervention. Human resources are the quantity and quality of human effort directed toward producing goods and services. Capital goods are goods that are produced and used to make other goods and services. Human capital refers to the quality of labor resources, which can be improved through investments in education, training, and health. Entrepreneurs are people who organize other productive resources to make goods and services.

MI 1.7 Individual and Household Choices All students will describe and demonstrate how the economic forces of scarcity and choice affect the management of personal financial resources, shape consumer decisions regarding the purchase, use, and disposal of goods and services, and affect the economic wellbeing of individuals and society. ERCR 1.8 The student will understand the economic concept of scarcity and how people make choices because they cannot always have what they want, then describe how these forces of scarcity affect consumer decisions and affect the economic well-being of individuals and society.

VA 1.9

The student will recognize that people save money for the future to purchase goods and services.

Bennett

N/A

NSS 1.9 Money At the completion of Grade 4, students should know the Grade 4 benchmarks for this standard: • • • • •

Money is anything widely accepted as final payment for goods and services. Money makes trading easier by replacing barter with transactions involving currency, coins, or checks. People consume goods and services, not money; money is useful primarily because it can be used to buy goods and services. Producers use natural resources, human resources, and capital goods, (not money) to make goods and services. Most countries create their own currency for use as money.

MI 1.7 Individual and Household Choices All students will describe and demonstrate how the economic forces of scarcity and choice affect the management of personal financial resources, shape consumer decisions regarding the purchase, use, and disposal of goods and services, and affect the economic well-being of individuals and society. ERCR 1.9 The student will understand the purpose of money and how people use it to purchase goods and services, while good and services are produced with natural resources, not money. The student will recognize the purpose of managing money.

VA 1.10 The student will apply the traits of a good citizen by a) focusing on fair play, exhibiting good sportsmanship, helping others, and treating others with respect; b) recognizing the purpose of rules and practicing self-control; c) working hard in school; d) taking responsibility for one’s own actions; e) valuing honesty and truthfulness in oneself and others. Bennett

Civics instruction encourages good character through stories about moral problems and their solutions; develops individual responsibility through assignment of classroom chores.

NSS 1.10 Role of a Citizen What are the Roles of the Citizen in American Democracy? • • • • • • • •

What does it mean to be a citizen of the United States? How does a person become a citizen? What are important rights in the United States? What are important responsibilities of Americans? What dispositions or traits of character are important to the preservation and improvement of American democracy? How can Americans participate in their government? What is the importance of political leadership and public service? How should Americans select leaders?

MI 1.9 Responsible Personal Conduct All students will consider the effects of an individual’s actions on other people, how one acts in accordance with the rule of law, and how one acts in a virtuous and ethically responsible way as a member of society. ERCR 1.10 The student will understand the role a good citizen and the role of an American Citizen by describing what it means to be a citizen of the U.S, the responsibilities of Americans and themselves as individuals, and will apply the traits of a good citizen in the classroom.

VA 1.11

The student will recognize the symbols and traditional practices that honor and foster patriotism in the United States by a) identifying the American flag, bald eagle, Washington Monument, and Statue of Liberty; b) demonstrating respect for the American flag by learning the Pledge of Allegiance.

Bennett Civics instruction identifies familiar American symbols (the bald eagle, the Liberty Bell, the Statue of Liberty, the Capitol, and Uncle Sam); and briefly describes the Constitution and Bill of Rights. NSS N/A MI 1.10 Ideals of American Democracy All students will explain the meaning and origin of the ideas, including the core democratic values expressed in the Declaration of Independence, the Constitution, and other foundational documents of the United States. ERCR 1.11 The student will identify American symbols including: the American flag, bald eagle, Washington monument, and the Statue of Liberty and will explain the meaning of the Declaration of Independence and the Constitution as well as learn the Pledge of Allegiance.

VA 1.12 The student will recognize that communities in Virginia include people who have diverse ethnic origins, customs, and traditions, who make contributions to their communities, and who are united as Americans by common principles. Bennett

Historical instruction includes attention to American customs through study of traditional and patriotic songs, legends, and folktales.

NSS 1.12 MI

Understands the people, events, problems, and ideas that were significant in creating the history of their state

N/A

ERCR 1.12 The student will study traditional American customs and compare them to their state, while recognizing the diverse customs, traditions, origins in their state , including the significant people and events that created the history of their state and relate this back to how they are all united as Americans.

English/Language Arts The subject of Language arts is also known as English and is the cornerstone of all learning in the United States. Children need to learn English to learn all other subjects. Dictionary.com defines English as, “English language, composition, and literature as offered as a course of study in school.” Language is the basis of all other learning; it is how we as humans communicate. Thus, it is very important to be taught and learned correctly. There is of course the National Council of Teachers of English which is a large nation wide organization which works, “to advance teaching, research, and student achievement in English language arts at all scholastic levels.” English education begins with learning the alphabet and the sounds of letters, soon students are able to put words together, form sentences, and a whole world of information opens up. English should be one subject that every teacher ensures is taught to and understood by their students. VA 1.1 The student will continue to demonstrate growth in the use of oral language. a) Listen and respond to a variety of media, including books, audiotapes, videos, and other age-appropriate materials. b) Tell and retell stories and events in logical order. c) Participate in a variety of oral language activities, including choral speaking and reciting short poems, rhymes, songs, and stories with repeated patterns. d) Express ideas orally in complete sentences. Bennett N/A NE

N/A

MI 1.1 know the meanings of words encountered frequently in grade-level reading and oral language contexts. MI 1.2 use common grammatical structures correctly when speaking including singular and plural nouns, singular possessive pronouns, simple contractions, and conjunctions to express relationships (e.g., because, if, after, and inflected endings). MI 1.3 speak effectively maintaining appropriate posture, eye contact, and position using props such as photographs or illustrations in narrative and informational presentations. ERCR 1.1 The student will know the meaning of words encountered frequently in grade level reading and demonstrate growth in the use of oral language by participating in oral language activities and using the correct grammatical structures when speaking, as well as appropriate posture and eye contact when speaking.

VA 1.2 The student will continue to expand and use listening and speaking vocabularies. a) Increase oral descriptive vocabulary. b) Begin to ask for clarification and explanation of words and ideas. c) Follow simple two-step oral directions. d) Give simple two-step oral directions. e) Use singular and plural nouns. Bennett N/A NE 1.2 Communication Skills: Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. MI 1.4 make progress in automatically recognizing the 220 Dolch basic sight words and 95 common nouns for mastery in third grade. MI 1.5 use strategies to identify unknown words and construct meaning by using initial letters/sounds (phonics), patterns of language (syntactic), picture clues (semantic), and applying context clues to select between alternative meanings. ERCR 1.2 The student will expand and use listening and speaking vocabularies by learning the 220 Dolch sight words, asking for clarification, giving and following directions, and using other strategies to identify unknown words then communicate effectively with a variety of audiences.

VA 1.3 The student will adapt or change oral language to fit the situation. a) Initiate conversation with peers and adults. b) Follow rules for conversation. c) Use appropriate voice level in small-group settings. d) Ask and respond to questions in small-group settings. Bennett N/A NE 1.3 Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). MI

N/A

ERCR 1.3 The student will use oral, written, and visual language to communicate in appropriate ways, adapting or changing to fit different situations.

VA 1.4 The student will orally identify and manipulate phonemes (small units of sound) in syllables and multisyllabic words. a) Count phonemes (sounds) in syllables or words with a maximum of three syllables. b) Add or delete phonemes (sounds) orally to change syllables or words. c) Create rhyming words orally. d) Blend sounds to make word parts and words with one to three syllables. Bennett N/A NE

N/A

MI 1.6 demonstrate phonemic awareness by the wide range of sound manipulation competencies including sound blending and deletion. MI 1.7 recognize that words are composed of sounds blended together and carry meaning. ERCR 1.4 The student will continue with phonics instruction, demonstrating phonemic awareness by recognizing sound blends and blending sounds to make words, counting phonemes (with a maximum of three syllables), and adding and deleting phonemes.

VA 1.5 The student will apply knowledge of how print is organized and read. a) Read from left to right and from top to bottom. b) Match spoken words with print. c) Identify letters, words, and sentences. Bennett

Grammar is introduced; nouns verbs and their agreement; elementary rules of punctuation and capitalization; and simple sentence structure.

NE 1.5 Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. MI 1.8 automatically recognize and fluently read identified grade-level high frequency words encountered in or out of context. ERCR 1.5 The student recognize and fluently read grade level frequency words while reading from left to right and top to bottom, identify letters, words, and sentences, and apply that knowledge to writing using different strategies and correct grammar (noun/verb agreement, capitalization, and punctuation).

VA 1.6 The student will apply phonetic principles to read and spell. a) Use beginning and ending consonants to decode and spell single-syllable words. b) Use two-letter consonant blends to decode and spell single-syllable words. c) Use beginning consonant digraphs to decode and spell single-syllable words. d) Use short vowel sounds to decode and spell single-syllable words. e) Blend beginning, middle, and ending sounds to recognize and read words. f) Use word patterns to decode unfamiliar words. g) Use compound words. h) Read and spell common, high-frequency sight words, including the, said, and come. Bennett Phonics instruction continues, integrated with a carefully designed program of reading and writing. NE

N/A

MI 1.9 understand the alphabetic principle, that sounds in words are expressed by the letters of the alphabet. MI 1.10 use structural cues to recognize one-syllable words, blends, and consonant digraphs including: letter-sound, onset and rimes, whole word chunks, word families, digraphs th, ch, sh. ERCR 1.6 The student will understand the alphabetic principle and apply phonetic principles to read and spell one-syllable words, blends, compound words, and high frequency sight words.

VA 1.7 The student will use meaning clues and language structure to expand vocabulary when reading. a) Use titles and pictures. b) Use knowledge of the story and topic to read words. c) Use knowledge of sentence structure. d) Reread and self-correct. Bennett NE

Students build vocabulary while they read- silently and aloud- a variety of stories, poetry, fairy tales, folktales, and legends.

N/A

MI 1.11 in context, determine the meaning of words and phrases including objects, actions, concepts, content vocabulary, and literary terms, using strategies and resources including context clues, mental pictures, and questioning. ERCR 1.7 The student will expand vocabulary while reading a variety of literature by using meaning clues and language structure and will determine the meaning of words and phrases using context clues, mental pictures, and questioning.

VA 1.8 The student will read familiar stories, poems, and passages with fluency and expression. Bennett

Students visit the library regularly and borrow books for independent reading.

NE 1.8 Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). MI 1.12 read aloud unfamiliar text with a minimum of 90% accuracy in word recognition at an independent reading level. MI 1.13 be enthusiastic about reading and learning how to read. MI 1.14 do substantial reading and writing on their own during free time in school and at home. ERCR 1.8 The student will demonstrate an enthusiastic attitude about reading by reading and writing in their own free time, using the library to check out books, and reading familiar stories and passages with fluency and expression while using strategies to comprehend, interpret and evaluate the texts and drawing on prior experience and interactions with others for assistance.

VA 1.9 The student will read and demonstrate comprehension of a variety of fiction and nonfiction. a) Preview the selection. b) Set a purpose for reading. c) Relate previous experiences to what is read. d) Make predictions about content. e) Ask and answer who, what, when, where, why, and how questions about what is read. f) Identify characters, setting, and important events. g) Retell stories and events, using beginning, middle, and end. h) Identify the topic or main idea. Bennett N/A NE 1.9 Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. MI 1.14 compare and contrast relationships among characters, events, and key ideas within and across texts to create a deeper understanding by mapping story elements, graphically representing key ideas and details, and asking questions as they read. MI 1.15identify problem/solution, sequence of events, and sense of story (beginning, middle, and end). ERCR 1. 9 The student will read a variety of texts to build and understanding of cultures, and aquire new information and will demonstrate comprehension of a variety of fiction and non-fiction texts: i) Preview the selection. j) Set a purpose for reading. k) Relate previous experiences to what is read. l) Make predictions about content. m) Ask and answer who, what, when, where, why, and how questions about what is read. n) Identify, compare and contrast characters, setting, and important events. o) Retell stories and events, using beginning, middle, and end. p) Identify the topic or main idea.

VA 1.10The student will use simple reference materials. a) Use knowledge of alphabetical order by first letter. b) Use a picture dictionary to find meanings of unfamiliar words. Bennett N/A NE 1.10 Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. MI 1.16 know the meanings of words encountered frequently in grade-level reading and oral language contexts. ERCR 1.10 The student will know the meaning of words encountered frequently in grade-level reading and will use simple reference materials and other resources to discover the meaning of new or unknown words as well as to communicate knowledge.

VA 1.11The student will print legibly. a) Form letters. b) Space words and sentences. Bennett

Instruction is writing begins and includes attention to the alphabet, handwriting, spelling, syllabication, and the reinforcement of grammatical lessons through short writing assignments (sentences, story summaries, and creative and descriptive exercises).

NE N/A MI 1.17 legibly write upper and lower case manuscript letters. MI 1.18 in the context of writing, correctly spell frequently encountered one-syllable words from common word families. MI 1.19 in the context of writing, correctly spell less frequently encountered words using structural cues (letter/sound, rimes) and environmental sources (word walls, word lists). ERCR 1.11 The student will be given short writing assignment in which to print legibly with correct form, spacing, grammar, and spelling of words.

VA 1.12

Bennett

The student will write to communicate ideas. a) Generate ideas. b) Focus on one topic. c) Use descriptive words when writing about people, places, things, and events. d) Use complete sentences in final copies. e) Begin each sentence with a capital letter and use ending punctuation in final copies. f) Use correct spelling for high-frequency sight words and phonetically regular words in final copies. g) Share writing with others. h) Use available technology. N/A

NE 1. 12 Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). MI 1.20 in the context of writing, correctly use complete simple sentences beginning with a capital letter and ending with a period, question mark, or exclamation point and capitalize first and last names, and the pronoun I. MI 1.21 in the context of writing, correctly use complete simple sentences beginning with a capital letter and ending with a period, question mark, or exclamation point and capitalize first and last names, and the pronoun I. MI 1.22 be enthusiastic about writing and learning to write. ERCR 1.12 The student will be enthusiastic about writing and learning to write and will write to communicate ideas and for their own purposes i) Generate ideas. j) Focus on one topic. k) Use descriptive words when writing about people, places, things, and events. l) Use complete sentences in final copies. m) Begin each sentence with a capital letter and use ending punctuation in final copies. n) Use correct spelling for high-frequency sight words and phonetically regular words in final copies. o) Share writing with others. p) Use available technology.

Work Cited Education World. www.educationworld.com 18 Sept 2007 Dictionary.com. 17 Sept 2007 Math Quotes. http://www.pen.k12.va.us/Div/Winchester/jhhs/math/quotes.html. 18 Sept 2007 National Council of Teachers of English. www.ncte.org 17 Sept 2007 National Council of Social Science www.ncss.org 17 Sept 2007